Habilidades comunicativas y competencias transversales en rehabilitación: Un proyecto de investigación
Palabras clave:
Competencias transversales, Habilidades comunicativas, Estudiantes de ciencias de la rehabilitación, Passport test, CSASResumen
En los últimos años se ha prestado una atención creciente a las competencias transversales en el lugar de trabajo, lo que ha impulsado a las instituciones académicas a diseñar programas formativos orientados a reforzar estas competencias. Situado en la intersección entre los estudios de educación superior y la formación de las profesiones sanitarias en el contexto de la rehabilitación, este estudio examina las competencias transversales y comunicativas de futuros profesionales de la rehabilitación matriculados en programas de grado (Bachelor's Degree, nivel 6 del EQF) y de máster (Master's Degree, nivel 7 del EQF). Aunque estas competencias se consideran esenciales para la práctica profesional, la literatura que las aborda en la formación en rehabilitación sigue siendo limitada. Un total de 41 estudiantes completaron un cuestionario en línea que evaluaba las competencias transversales y las actitudes comunicativas mediante el Passport Test y la Communication Skills Attitude Scale, junto con variables sociodemográficas. Los resultados revelaron correlaciones significativas entre las competencias transversales, entre las competencias transversales y las actitudes comunicativas, así como con la edad y la experiencia laboral. Estos hallazgos ponen de relieve la importancia de evaluar y fomentar sistemáticamente las competencias transversales desde las primeras etapas de la formación, con el fin de mejorar la calidad de la atención, promover la colaboración interprofesional y mitigar el estrés y el agotamiento profesional.
Citas
AlmaLaurea. (2023). Soft skills: Ricorda di valorizzarle. Retrieved July 13, 2026, from https://www.almalaurea.it/lavoro/consigli-di-carriera/soft-skills
Ardigò, A. (1997). Società e salute: Lineamenti di sociologia sanitaria. FrancoAngeli.
Burgener, A. M. (2017). Enhancing communication to improve patient safety and to increase patient satisfaction. The Health Care Manager, 36(3), 238–243. https://doi.org/10.1097/HCM.0000000000000165
Cacciatori, I., Grossi, C., D’Auria, C., Bruneri, A., & Casella, C. (2021). La capacità di resilienza come un fattore di protezione per il burnout tra gli operatori sanitari: Uno studio cross-sectional condotto sui neoassunti dell’ASST di Lodi. Giornale Italiano di Medicina del Lavoro ed Ergonomia, 43(2), 131–136. https://doi.org/10.4081/gimle.410
Caschera, A., & Savino, S. (2020). Educare alla salute: Manuale di pedagogia generale e sociale per le professioni sanitarie. SaMa.
Cimatti, B. (2016). Definition, development, assessment of soft skills and their role for the quality of organizations and enterprises. International Journal for Quality Research, 10(1), 97–130. https://doi.org/10.18421/IJQR10.01-05
Continisio, G. I., Serra, N., Guillari, A., Simeone, S., Lucchese, R., Gargiulo, G., Toscano, S., Capo, M., Capuano, A., Sarracino, F., Esposito, M. R., & Rea, T. (2021). Evaluation of soft skills among Italian healthcare rehabilitators: A cross sectional study. Journal of Public Health Research, 10, Article 2002. https://doi.org/10.4081/jphr.2021.2002
Cruess, R. L., Cruess, S. R., Boudreau, J. D., Snell, L., & Steinert, Y. (2014). Reframing medical education to support professional identity formation. Academic Medicine, 89(11), 1446–1451. https://doi.org/10.1097/ACM.0000000000000427
D’Amato, V., Mazzara, D., & Tosca, E. (2018). Soft skills per il management: Elementi essenziali per affrontare le nuove sfide. Guerini Next.
Duò, C., Campus, M. E., Favero, G., Forresu, C., Prati, G., Romano, G., Secci, E. M., Olivieri, V., Zanovello, G., & Zocca, M. (2017). Non technical skills per professionisti sanitari: Un’introduzione. Ebookecm.
Emanuel, F., Ricchiardi, P., & Ghislieri, C. (2022). PassportTest: Uno strumento per rilevare le soft skill. Pensa MultiMedia.
Emanuel, F., Ricchiardi, P., Sanseverino, D., & Ghislieri, C. (2021). Make soft skills stronger? An online enhancement platform for higher education. International Journal of Educational Research Open, 2, Article 100096. https://doi.org/10.1016/j.ijedro.2021.100096
European Commission (2019). Key competences for lifelong learning. Publications Office of the European Union. https://data.europa.eu/doi/10.2766/569540
Ferrari, A., Terzoni, S., Ferrara, P., Provenzano, M., & Destrebecq, A. (2017). L’attitudine degli studenti di infermieristica a sviluppare adeguate abilità comunicative: Validazione in italiano della Communication Skills Attitude Scale (CSAS). L’infermiere, 2017(1). https://www.infermiereonline.org/2017/04/28/lattitudine-degli-studenti-di-infermieristica-a-sviluppare-adeguate-abilita-comunicative-validazione-in-italiano-della-communication-skills-attitude-scale-csas/
Giarelli, G., & Venneri, E. (2009). Sociologia della salute e della medicina: Manuale per le professioni mediche, sanitarie e sociali. FrancoAngeli.
Goleman, D. (2020). Intelligenza emotiva: Che cos’è e perché può renderci felici. BUR.
Harrison, R., Walton, M., Healy, J., Smith-Merry, J., & Hobbs, C. (2016). Patient complaints about hospital services: Applying a complaint taxonomy to analyse and respond to complaints. International Journal for Quality in Health Care, 28(2), 240–245. https://doi.org/10.1093/intqhc/mzw003
Hernández-Xumet, J. E., García-Hernández, A. M., Fernández-González, J. P., & Marrero-González, C. M. (2023). Beyond scientific and technical training: Assessing the relevance of empathy and assertiveness in future physiotherapists; a cross-sectional study. Health Science Reports, 6(10), Article e1600. https://doi.org/10.1002/hsr2.1600
Immacolato, M., Baccetti, F., Baricci, E., Magnani, L., & Menconi, E. (2010). Comunicazione, informazione sanitaria e tutela del diritto alla salute. Notizie di Politeia, 26(97), 24–34.
Ingusci, E., De Carlo, E., Catalano, A., Signore, F., Siculella, L., & Pollice, F. (2023). Soft and life skills nelle professioni di salute e cura: Uno studio esplorativo su studenti e studentesse universitari/e. EPALE Journal, 13(1), 91–98. https://epale.ec.europa.eu/system/files/2023-12/EPALE_JOURNAL_N_13_1-2023.pdf
Jarvis-Selinger, S., Pratt, D. D., & Regehr, G. (2012). Competency is not enough: Integrating identity formation into the medical education discourse. Academic Medicine, 87(9), 1185–1190. https://doi.org/10.1097/ACM.0b013e3182604968
Kechagias, K. (Ed.). (2011). Teaching and assessing soft skills. 1st Second Chance School of Thessaloniki (Neapolis). Editor.
Lamri, J., & Lubart, T. (2023). Reconciling hard skills and soft skills in a common framework: The generic skills component approach. Journal of Intelligence, 11(6), Article 107. https://doi.org/10.3390/jintelligence11060107
Lavanya, K. M., Somu, L. K., & Mishra, S. K. (2024). Effectiveness of scenario-based roleplay as a method of teaching soft skills for undergraduate medical students. International Journal of Applied and Basic Medical Research, 14(2), 78–84. https://doi.org/10.4103/ijabmr.ijabmr_431_23
Le Grottaglie, D. (2023). La comunicazione che cura: L’importanza delle parole in ambito sanitario. Bookness.
Lyu, W., & Liu, J. (2021). Soft skills, hard skills: What matters most? Evidence from job postings. Applied Energy, 300, Article 117307. https://doi.org/10.1016/j.apenergy.2021.117307
MIUR - Ministero dell'Istruzione, dell'Università e della Ricerca (2019). Linee guida dei percorsi per le competenze trasversali e per l’orientamento (Decreto ministeriale n. 774 del 4 settembre 2019). https://www.miur.gov.it/documents/20182/1306025/Linee+guida+PCTO+con+allegati.pdf
OECD. (2018). The future of education and skills: Education 2030. OECD Education Policy Perspectives, 98. No. 98. https://doi.org/10.1787/54ac7020-en
Pellerey, M. (2016). Orientamento come potenziamento della persona umana in vista della sua occupabilità: Il ruolo delle soft skills, o competenze professionali personali generali. Rassegna CNOS, 2016(1), 41–50. https://www.cnos-fap.it/sites/default/files/articoli_rassegna/pellerey_rassegna1-2016.pdf
Petrella, G. (2024). Management in sanità. Paesi.
Rainsbury, E., Hodges, D., Burchell, N., & Lay, M. (2002). Ranking workplace competencies: Student and graduate perceptions. Asia-Pacific Journal of Cooperative Education, 3(2), 8–18.
Rees, C., Sheard, C., & Davies, S. (2002). The development of a scale to measure medical students’ attitudes towards communication skills learning: The Communication Skills Attitude Scale (CSAS). Medical Education, 36, 141–147. https://doi.org/10.1046/j.1365-2923.2002.01072.x
Rezayati, Z. M. (2023). Usage of AI in healthcare professionals soft skills training. IUSS School for Advanced Studies. Master’s thesis. https://unitesi.unipv.it/handle/20.500.14239/28001
Righetti, P. L., & Vizziello, P. G. (2024). La comunicazione che cura: Dalla comunicazione difficile alla comunicazione come setting. Bette.
Rumiati, R. (2023). Soft skill: Cosa sono e perché sono importanti. Raffaello Cortina.
Secci, E. M., & Duò, C. (2018). Introduzione alla comunicazione strategica nelle professioni sanitarie. Ebookecm.
Seifert, T. L. (2004). Understanding student motivation. Educational Research, 46(2), 137–149. https://doi.org/10.1080/0013188042000222421
Shrivastava, S. R., Chong, S. V., & Bobhate, P. S. (2025). Facilitating effective communication through the adoption of SBAR tool in medical training. Journal of Education and Health Promotion, 14, Article 249. https://doi.org/10.4103/jehp.jehp_1213_24
Ullrich, P., Wollbrück, D., Danker, H., & Singer, S. (2011). Evaluation of psycho-social training for speech therapists in oncology: Impact on general communication skills and empathy. A qualitative pilot study. Journal of Cancer Education, 26, 294–300.
Van Schalkwyk, S., Hafler, J., Brewer, J., Maley, M., Margolis, C., McNamee, K., Meyer, I., Peluso, M. J., Schmutz, A. M. S., Spak, J. M., & Davies, D. (2019). Transformative learning as a pedagogy for the health professions: A scoping review. Medical Education, 53(6), 547–558. https://doi.org/10.1111/medu.13804
Weiner, B. (1985). An attributional theory of achievement motivation and emotion. Psychological Review, 92(4), 548–573. https://doi.org/10.1037/0033-295X.92.4.548
World Health Organization. (1948). Constitution of the World Health Organization. Official Records of the World Health Organization, (2), 100. https://www.who.int/docs/default-source/documents/publications/basic-documents-constitution-of-who.pdf
Descargas
Publicado
Cómo citar
Licencia
Derechos de autor 2026 Emera Ritacco, Federica Andricciola, Patrizia Oliva
Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.
Formazione & insegnamento se distribuye bajo la licencia Atribución 4.0 Internacional (CC BY 4.0).
Para más detalles, por favor refiérase a nuestra Política de Repositorio y Archivo, así como a nuestros Términos de Derechos de Autor y Licencia.
